The role of deliberate practice in expert performance: revisiting Ericsson, Krampe & Tesch-Römer (1993).
Identifieur interne : 000443 ( Main/Exploration ); précédent : 000442; suivant : 000444The role of deliberate practice in expert performance: revisiting Ericsson, Krampe & Tesch-Römer (1993).
Auteurs : Brooke N. Macnamara [États-Unis] ; Megha Maitra [États-Unis]Source :
- Royal Society open science [ 2054-5703 ] ; 2019.
Abstract
We sought to replicate Ericsson, Krampe & Tesch-Römer's (Ericsson, Krampe & Tesch-Römer 1993 Psychol. Rev.100, 363-406) seminal study on deliberate practice. Ericsson et al. found that differences in retrospective estimates of accumulated amounts of deliberate practice corresponded to each skill level of student violinists. They concluded, 'individual differences in ultimate performance can largely be accounted for by differential amounts of past and current levels of practice' (p. 392). We reproduced the methodology with notable exceptions, namely (i) employing a double-blind procedure, (ii) conducting analyses better suited to the study design, and (iii) testing previously unanswered questions about teacher-designed practice-that is, we examined the way Ericsson et al. operationalized deliberate practice (practice alone), and their theoretical but previously unmeasured definition of deliberate practice (teacher-designed practice), and compared them. We did not replicate the core finding that accumulated amounts of deliberate practice corresponded to each skill level. Overall, the size of the effect was substantial, but considerably smaller than the original study's effect size. Teacher-designed practice was perceived as less relevant to improving performance on the violin than practice alone. Further, amount of teacher-designed practice did not account for more variance in performance than amount of practice alone. Implications for the deliberate practice theory are discussed.
DOI: 10.1098/rsos.190327
PubMed: 31598236
PubMed Central: PMC6731745
Affiliations:
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Macnamara</name><affiliation wicri:level="2"><nlm:affiliation>Department of Psychological Sciences, Case Western Reserve University, 10900 Euclid Avenue, Cleveland, OH 44106-7123, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Psychological Sciences, Case Western Reserve University, 10900 Euclid Avenue, Cleveland, OH 44106-7123</wicri:regionArea><placeName><region type="state">Ohio</region></placeName></affiliation></author><author><name sortKey="Maitra, Megha" sort="Maitra, Megha" uniqKey="Maitra M" first="Megha" last="Maitra">Megha Maitra</name><affiliation wicri:level="2"><nlm:affiliation>Department of Psychological Sciences, Case Western Reserve University, 10900 Euclid Avenue, Cleveland, OH 44106-7123, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Psychological Sciences, Case Western Reserve University, 10900 Euclid Avenue, Cleveland, OH 44106-7123</wicri:regionArea><placeName><region type="state">Ohio</region></placeName></affiliation></author></analytic><series><title level="j">Royal Society open science</title><idno type="ISSN">2054-5703</idno><imprint><date when="2019" type="published">2019</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">We sought to replicate Ericsson, Krampe & Tesch-Römer's (Ericsson, Krampe & Tesch-Römer 1993 <i>Psychol. Rev.</i><b>100</b>, 363-406) seminal study on deliberate practice. Ericsson <i>et al</i>. found that differences in retrospective estimates of accumulated amounts of deliberate practice corresponded to each skill level of student violinists. They concluded, 'individual differences in ultimate performance can largely be accounted for by differential amounts of past and current levels of practice' (p. 392). We reproduced the methodology with notable exceptions, namely (i) employing a double-blind procedure, (ii) conducting analyses better suited to the study design, and (iii) testing previously unanswered questions about teacher-designed practice-that is, we examined the way Ericsson <i>et al</i>. operationalized deliberate practice (practice alone), and their theoretical but previously unmeasured definition of deliberate practice (teacher-designed practice), and compared them. We did not replicate the core finding that accumulated amounts of deliberate practice corresponded to each skill level. Overall, the size of the effect was substantial, but considerably smaller than the original study's effect size. Teacher-designed practice was perceived as less relevant to improving performance on the violin than practice alone. Further, amount of teacher-designed practice did not account for more variance in performance than amount of practice alone. Implications for the deliberate practice theory are discussed.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">31598236</PMID><DateRevised><Year>2020</Year><Month>09</Month><Day>30</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Print">2054-5703</ISSN><JournalIssue CitedMedium="Print"><Volume>6</Volume><Issue>8</Issue><PubDate><Year>2019</Year><Month>Aug</Month></PubDate></JournalIssue><Title>Royal Society open science</Title><ISOAbbreviation>R Soc Open Sci</ISOAbbreviation></Journal><ArticleTitle>The role of deliberate practice in expert performance: revisiting Ericsson, Krampe & Tesch-Römer (1993).</ArticleTitle><Pagination><MedlinePgn>190327</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1098/rsos.190327</ELocationID><Abstract><AbstractText>We sought to replicate Ericsson, Krampe & Tesch-Römer's (Ericsson, Krampe & Tesch-Römer 1993 <i>Psychol. Rev.</i><b>100</b>, 363-406) seminal study on deliberate practice. Ericsson <i>et al</i>. found that differences in retrospective estimates of accumulated amounts of deliberate practice corresponded to each skill level of student violinists. They concluded, 'individual differences in ultimate performance can largely be accounted for by differential amounts of past and current levels of practice' (p. 392). We reproduced the methodology with notable exceptions, namely (i) employing a double-blind procedure, (ii) conducting analyses better suited to the study design, and (iii) testing previously unanswered questions about teacher-designed practice-that is, we examined the way Ericsson <i>et al</i>. operationalized deliberate practice (practice alone), and their theoretical but previously unmeasured definition of deliberate practice (teacher-designed practice), and compared them. We did not replicate the core finding that accumulated amounts of deliberate practice corresponded to each skill level. Overall, the size of the effect was substantial, but considerably smaller than the original study's effect size. Teacher-designed practice was perceived as less relevant to improving performance on the violin than practice alone. Further, amount of teacher-designed practice did not account for more variance in performance than amount of practice alone. Implications for the deliberate practice theory are discussed.</AbstractText><CopyrightInformation>© 2019 The Authors.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Macnamara</LastName><ForeName>Brooke N</ForeName><Initials>BN</Initials><Identifier Source="ORCID">0000-0003-1056-4996</Identifier><AffiliationInfo><Affiliation>Department of Psychological Sciences, Case Western Reserve University, 10900 Euclid Avenue, Cleveland, OH 44106-7123, USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Maitra</LastName><ForeName>Megha</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>Department of Psychological Sciences, Case Western Reserve University, 10900 Euclid Avenue, Cleveland, OH 44106-7123, USA.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><DataBankList CompleteYN="Y"><DataBank><DataBankName>figshare</DataBankName><AccessionNumberList><AccessionNumber>10.6084/m9.figshare.c.4607111</AccessionNumber></AccessionNumberList></DataBank></DataBankList><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2019</Year><Month>08</Month><Day>21</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>R Soc Open Sci</MedlineTA><NlmUniqueID>101647528</NlmUniqueID><ISSNLinking>2054-5703</ISSNLinking></MedlineJournalInfo><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">deliberate practice</Keyword><Keyword MajorTopicYN="N">expertise</Keyword><Keyword MajorTopicYN="N">music</Keyword><Keyword MajorTopicYN="N">purposeful practice</Keyword><Keyword MajorTopicYN="N">replication</Keyword><Keyword MajorTopicYN="N">talent identification</Keyword></KeywordList><CoiStatement>We have no competing interests.</CoiStatement></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2019</Year><Month>02</Month><Day>25</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2019</Year><Month>07</Month><Day>23</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2019</Year><Month>10</Month><Day>11</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2019</Year><Month>10</Month><Day>11</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2019</Year><Month>10</Month><Day>11</Day><Hour>6</Hour><Minute>1</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">31598236</ArticleId><ArticleId IdType="doi">10.1098/rsos.190327</ArticleId><ArticleId IdType="pii">rsos190327</ArticleId><ArticleId IdType="pmc">PMC6731745</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>Med Educ. 2007 Dec;41(12):1124-30</Citation><ArticleIdList><ArticleId IdType="pubmed">18045365</ArticleId></ArticleIdList></Reference><Reference><Citation>Science. 2015 Aug 28;349(6251):aac4716</Citation><ArticleIdList><ArticleId IdType="pubmed">26315443</ArticleId></ArticleIdList></Reference><Reference><Citation>J Exp Psychol Appl. 2007 Sep;13(3):124-34</Citation><ArticleIdList><ArticleId IdType="pubmed">17924798</ArticleId></ArticleIdList></Reference><Reference><Citation>J Exp Psychol Gen. 1996 Dec;125(4):331-59</Citation><ArticleIdList><ArticleId IdType="pubmed">8945787</ArticleId></ArticleIdList></Reference><Reference><Citation>Acad Med. 2015 Nov;90(11):1471-86</Citation><ArticleIdList><ArticleId IdType="pubmed">26375267</ArticleId></ArticleIdList></Reference><Reference><Citation>Psychol Sci. 2014 Aug;25(8):1608-18</Citation><ArticleIdList><ArticleId IdType="pubmed">24986855</ArticleId></ArticleIdList></Reference><Reference><Citation>J Exp Psychol Appl. 2007 Sep;13(3):135-45</Citation><ArticleIdList><ArticleId IdType="pubmed">17924799</ArticleId></ArticleIdList></Reference><Reference><Citation>Front Psychol. 2014 Aug 14;5:878</Citation><ArticleIdList><ArticleId IdType="pubmed">25177304</ArticleId></ArticleIdList></Reference><Reference><Citation>Perspect Psychol Sci. 2016 May;11(3):333-50</Citation><ArticleIdList><ArticleId IdType="pubmed">27217246</ArticleId></ArticleIdList></Reference></ReferenceList></PubmedData></pubmed><affiliations><list><country><li>États-Unis</li></country><region><li>Ohio</li></region></list><tree><country name="États-Unis"><region name="Ohio"><name sortKey="Macnamara, Brooke N" sort="Macnamara, Brooke N" uniqKey="Macnamara B" first="Brooke N" last="Macnamara">Brooke N. Macnamara</name></region><name sortKey="Maitra, Megha" sort="Maitra, Megha" uniqKey="Maitra M" first="Megha" last="Maitra">Megha Maitra</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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